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Instructional Strategies to AddressWIDA Can-Do Descriptors

Margarita Espino Calderón

& Shawn Sinclair-Slakk

Instructiona

l Strategies to

WIDA Ca

n‐Do

Margarita Ca

lderón

, Ph.D.

n Slakk, M

.A., M.S.A.

Certified

WIDA Traine

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Proficiency & Com

plexity

uage Proficiency

Linguistic

Complexity

Vocabulary U

Language Fo

Conventions

hic ad

apted from

WIDA (201

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English

guage De

velopm

Proficiency Levels

L1—En

eaking

erstan

is limite

isolated words or e

xpressions.

L2—Be

Conversatio

nally struggles, has basic

survival phrases, acade

mic lang

uage te

ntative,

difficulty

w/ lessons or b

asic dire

ctions.

L3—De

veloping

versationa

lly sp

eaks and

derstand

s w/ less s

gle, acade

mic lang

usage (all do

mains) sho

ontent kno

e with

scaffolding/supp

orts. Most classroo

structions

rstood

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English

guage De

velopm

Proficiency Levels

L4—Expa

nding: Con

versationa

lly sp

eaks and

derstand

s w/little struggle, increased

ability of

conten

mic lang

uage in Spe

aking an

d Listen

ing w/ s

lding/supp

ort, gene

rally achieves

e level expectatio

ns with

d scaffolding/supp

ortin Re

ading an

d Writing.

L5—Bridging

versationa

lly sp

eaks and

erstan

w/out struggle. Ac

ic lang

uage usage in all

domains is nea

r native proficiency level, learne

r expresses conten

t at g

level expectatio

little

o scaffolding/supp

L6—Re

aching

(FLEP): N

ative level fluen

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Purposes of A

•Ann

ual basis; m

r progress o

f ELLs’

English

uage proficiency in grade

levels K‐12

• Estab

lish whe

n ELLs have attained

uage proficiency (ELP) a

ccording

state crite

ria• Inform classroom

instruction an

d assessmen

t• P

rovide

liable an

d valid

data source

ility and

aid in decision

‐making

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Test Alignm

Proficiency Levels

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tions of Lan

ted from

Zwiers(200

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The WIDA ELD Stan

•Stand

ard 1 –So

cial & In

structiona

l Lang

uage (SIL)

–Eng

lish lang

uage learne

icate for

social and

instructiona

l purpo

ses in the

tting.

•Stand

ard 2 –Lang

uage of Lan

guage Arts

(LoLA)

–Eng

lish lang

uage learne

inform

ation, idea

cepts n

ecessary fo

r acad

emic su

ccess in the conten

t area of

uage Arts.

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The WIDA ELD Stan

•Stand

ard 3 –Lang

uage of M

matics

A)–E

nglish lang

uage learne

inform

ation, idea

cepts n

ecessary fo

r acad

emic su

ccess in the conten

t area of

•Stand

ard 4 –Lang

uage of S

ce (LoS

C)–E

nglish lang

uage learne

inform

ation, idea

cepts n

ecessary fo

r acad

emic su

ccess in the conten

t area of

Science.

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The WIDA ELD Stan

•Stand

ard 5 –Lang

uage of S

ocial Studies

S)–E

nglish lang

uage learne

inform

ation, idea

cepts n

ecessary fo

r acad

emic su

ccess in the conten

t area of

Social Studies.

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s of S

r ELLs S

ELP Levels

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Teache

ort (top)

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Raw Scores

by Stand

Teache

ort (bo

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k, Sam

d Info

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k, Sam

d Info

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r ELLs S

Domain

Scores

Listen

Writing

Scores

Literacy

Compreh

Overall

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site Scores

Listen

ing (50%

Listen

Speaking

Writing

Speaking

)Writing

= = = =

+ ++ +

Overall Score

Oral Lan

Literacy Score

Compreh

n Score

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Guiding

stions

•Wha

t is the

se of the

–Tea

–Paren

•Wha

t data are available?

•Wha

data tell you?

•How

use th

•How

s this d

ata inform

r lesson

instruction?

•How

s this d

ata interface with

core com

nd strategies

of ExC‐ELL?

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Score Re

•Paren

t/ Gua

•Tea

•Stude

nt Roster

•Schoo

l Frequ

•Distric

t Frequ

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Parent/G

uardian Re

The Parent/G

uardian Re

port con

tains ind

ividua

l stud

Stakeh

s of Information

Parent/

rents/

rdians

Teache

rsScho

Individu

al stud

ent’s Overall

Score an

d levels of Eng

uage proficiency for

uage dom

ains (Listen

, Reading

Writing) and

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Teache

The Teache

ort con

tains ind

ividua

l stude

Stakeh

s of Information

Teache

rTeache

ministrators

Individu

al stud

ent’s sc

ale scores

and proficiency levels for e

uage dom

ain, Oral Lan

guage,

Literacy, C

ompreh

n, and

Overall Score; ra

w scores for

Compreh

n Tasks, Spe

aking,

and Writing Tasks b

uage proficiency stan

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Teache

•Tea

chers a

nd adm

inistrators have access

is repo

•Rep

ort com

startin

–Curric

, instructio

d assessmen

PI Stran

r differen

tiatio

n.•R

s in the Interpretiv

e Guide

–Writing

and Sp

eaking

–scaffold across levels o

f lang

uage proficiency an

d may be used

classroo

struction an

d assessmen

t throug

hout th

e year.

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Teache

ort (top)

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Raw Scores

by Stand

Teache

ort (bo

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Teache

•Writing raw sc

ores are presented

by stan

next to

the maxim

um num

f points for th

e given stan

dard(s) a

oring catego

Writing Tasks

This is a Tier C

writing sample

the 3‐5 cluster

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rammatic Im

plications

Scores? = M

ring or Targeted Su

•Con

siderations fo

t lang

uage su

pport.

• Necessary lang

uage sk

ills for m

ainstream

classroo

m w/o lang

uage su

services?

• How

do you kn

ow? Evide

•All do

mains?

•All stan

dard areas?

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rammatic Im

plications

Mid sc

ores? (Levels 3

–4) =

ELL Sup

port Services

Considerations

lanced

roach: grade

‐level acade

dardsa

nd Eng

lish proficiency stan

dards,

and utilizes strategies tha

t increase

compreh

d commun

ication in Eng

(e.g., sheltered instruction)

hancem

f both oral lang

uage and

literacy de

velopm

•Providing L1 in

struction (first

uage/biling

ual edu

n) and

/or sup

asible

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rammatic Im

plications

Beginn

ores (Levels 1

–2) =

ELL Sup

port Services

Considerations

•Targeted

commun

icative/social & in

structiona

•“N

ewcomer” p

rogram

if available an

t‐ba

sed strategies (e

.g., sheltered

instruction) and

L1 instruction, if possib

le•Scaffolding with

in program

ol–Graph

er sup

pplemen

tal and

materials

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ELD STA

RD 4 ‐Th

e Lang

uage of S

AMPLE TO

PIC: Form

s of e

izatio

n of M

PIs with

12 Stand

itive Fun

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CAN DO Descriptors

•Provide

teache

rs with

inform

ation on

uage stud

ents are able to und

erstan

d prod

uce in th

e classroo

m in with

in all fiv

dards.

•Available in both En

nish fo

wing grad

e‐level clusters:

–PreK‐K

–Grade

s 3‐5

–Grade

s 6‐8

–Grade

s 9‐12

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Engagemen

t with

1 Prep

are to

ook the

er•p

reteach

Vocabu

•Present

Objectiv

Get Rea

Comprehension/

Close Re

•Self C

orrection

•Reading

Strategies

Read Alou

hink Aloud

el3 Pa

ading with

Summaries

•Fluen

cy•C

omprehension

•Vocab

Practic

e Close

4 Consolidate

Literacy &

Conten

ext‐ba

stions

•Coo

perativ

e Learning

tivities

Anchor

ing an

d Writing

•Text

stions

•Rou

nd Tab

le•W

nd•R

.A.F.T.

•Cut‐n‐Grow

•Rip‐n‐’R

Text‐Based

Writing

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ExC‐ELL Lesson

1.Pre‐teaching

Vocabu

2.Teache

r Think

‐Alou

er Sum

maries

pth of W

ies/Grammar

6.Class D

fings/

Discussio

operative

Learning

Activities

8.Form

ulating

stions &

bered He

und Table

Review

.Pre‐w

riting &

Draftin

.Revising

/Editin

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Why Is Vocab

ulary Im

portan

t?•C

d of a large vocabu

lary freq

uently se

‐achieving

ents apa

rt from

successful one

s (Mon

ery, 200

•The

average 6‐yea

r‐old ha

s a vocab

ulary of

approxim

ately 8,00

0 words and

learns 3,000

‐5,00

0 more pe

r (Sene

chal& Corne

ll, 199

•Vocab

ulary in kinde

rgarten an

d first grade

significan

t predictor of rea

compreh

n in th

e middle an

d second

ary grad

es or rea

difficulties (Cu

ham, 2005; Cunning

ham & Stanovich, 1997) an

d (Chall& Dale, 19

95; Denton et al. 2011).

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Tier 1, 2

Summary of Vocab

ulary for E

ject‐spe

cific words th

at labe

disciplin

e concep

ts, sub

jects, and

topics.

Infreq

uently used acad

emic words.

ation processin

g words th

at nest

tier 3

words in lo

ces, polysem

words, transition

words, con

nectors; m

isticated

words fo

r rich discussio

ns and

specificity in descriptio

1 Basic words ELs nee

d to com

icate,

write. Tho

ould be taug

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Tier 3

emic Con

tent, Spe

cific or Techn

ical W

otosyn

thesis

Governm

Rectan

Bylaws

Radical

rsAtom

Circum

ference

Matter

ressiona

l Pi sq

Capital

Science

Social Studies

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Tier 2 W

ords in

State Exams

Inform

ation Processin

g Words

absence, accuracy, add

itive, affe

ct, allo

analog

ous, app

ch, arran

assortmen

t, assumption, basis, bases, b

ehavior,

belief, bo

ary, coincide, com

piled, core,

ria, crucial, d

enote, dep

deplete, device, disp

lay, distinct,

due to, effe

ct, forthcoming,

rate, illu

strate, impa

ct, implicit,

ithstan

ly, so that,

solely, successive, state,

rlying, vary, whe

widespread, …

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Tier 2

Polysemou

s words (h

ograph

across acade

mic co

t areas:

solutio

ntable

divide

kstate

radical

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Selecting Words to

Begin with

Tier 3

words th

at have to do with

the conten

t of you

r class.

ReserveTier 3 words and

phrases fo

r vocab

instruction whileread

ing as th

ey are ty

pically in

glossary or foo

tnotes. The

y requ

ire Tier 2

text clues

and will ta

o much tim

e for p

reteaching

Focus o

n Tier 2 words and

phrases fo

r pretea

ching. Try to

cluster as m

uch as

possible.

Once you ha

ve you

e list, un

derline

or 6 words th

at you

will te

ach first.

Is it critical to

the un

derstand

ing of wha

y are ab

out to read

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itially…

2 Following that…

ally…

4 Finally,

Subseq

uently,

Furthe

rmore,

ver …

Summary Starters

1 First…

Initially…

2 Next…

wing that… ???

n…Ad

nally…

4 Last…

Subseq

uently,

Furthe

rmore,

ver …

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Pretea

chingTier 2 or 3

Words/Phrases

1.Teache

rasks s

nts to

e word.

2.Teache

rstates the

word in

context from th

e text.

3.Teache

rprovide

dictiona

ry definition

Teache

rprovide

s stude

friend

ly definition

5.Teache

rhighlights features:

polysemou

s, cog

nate, ten

prefixes, etc.

6.Stud

entsen

gage in

Teache

rprovided

tence starter o

r fram

e for 6

0 second

contain target vocab

Teache

rinforms w

ents will se

d use it.

1.Say effect

2.“W

eather can

have a big

effect

on you

r life

.” 3.

The result or con

ence of

something

Two cups of coffee in th

e morning

have a big effect

me –I can

’t sle

ep at n

5.It is a cogn

ate –efecto. H

do we spelleffe

r word is sim

___ ha

a big effe

my life recently. (P

ing‐Po

7.Use effe

ctin you

r partner

ing & su

mmaries p

y’s E

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7‐Step

5words

Subject

words a day

any in a wee

k?A Scho

ol yea

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Text Features

Table of con

xGlossary

ywords

Illustrations &

photog

ptions

Diagrams

lsText boxes

perlinks

Timelines

taways

s Text ty

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Text Structure

Structure

Descrip

•Prov

ides a sp

ecific topic an

attributes

•Main idea

(s) is/are supp

orted by

tive de

above, across, all, also

ears to

, as a

n exam

ple, beh

ind, below

side, by ob

serving, ch

aracteristic

s are, fo

r example, fo

r instance

•Prov

ides inform

ation/even

chrono

logical order

tails are in sp

ecific orde

convey sp

ecific mea

additio

nally, after, after th

afterw

ard, ano

ther, at _

before, d

uring, fina

lly, first,

wing, initially, last, later,

nwhile, n

lem‐Solution

•Prob

lems a

entified an

d solutio

ns are provide

d•Su

pportin

tails describe the

lem and

solutio

accordingly, answer, as a

result,

because, cha

e, decide,

fortun

ately, if __the

n, issue, one

reason

utcome is, problem

Tier 2

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Objectiv

es/Expectatio

nsSet Lan

guage Objectiv

lary:U

se Tier 1

, 2 and

3 vocab

ulary from

ate Ch

Overview su

fficien

tly fo

r read

ing, writing, sp

eaking

listen

ing: Determine the main idea

provide

objectiv

e summary of th

e text. Ide

d justify

the claims m

ade by th

Listen

ing & Spe

aking: Eng

age in a ra

nge of

collabo

e discussio

ns in a variety of tea

and pa

rships.

Writing: Eng

age in a W

rite Arou

draft, edit

and revise th

e artic

le abo

ut clim

ate chan

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Practic

e Partne

an Explain The

se Cha

red to natural cau

ses, m

warming of th

half century ha

n caused

ions of g

gases[1

] . Green

house gases c

ome from

a variety of h

ities, including

: burning

fossil fuels for heat a

nd ene

clearin

g forests, fe

rtilizin

g crop

s, storing waste in land

fills, raisin

g livestock, and

e kind

s of ind

ustrial produ

Unfortuna

tely, green

house gas e

ions are not th

way th

at peo

ple can chan

e clim

ate. Activities su

ulture or roa

d constructio

n can also cha

nge the refle

ctivity

of Earth’s surface, lead

ing to local w

arming or coo

ling. This e

served

in urban

ters, w

hich are often

warmer th

surrou

nding, less pop

ulated

areas. A

house gases,

ions of small partic

les, also

wn as aerosols, into th

can also lead

flection or absorption of th

e sun’s e

nergy.

red to natural cau

ses, m

warming of th

half century ha

n caused

ions of g

gases[1

] . Green

house gases c

ome from

a variety of h

ities, including

: burning

fossil fuels for heat a

nd ene

clearin

g forests, fe

rtilizin

g crop

s, storing waste in land

fills, raisin

g livestock, and

e kind

s of ind

ustrial produ

Unfortuna

tely, green

house gas e

ions are not th

way th

at peo

ple can chan

e clim

ate. Activities su

ulture or roa

d constructio

n can also cha

nge the refle

ctivity

of Earth’s surface, lead

ing to local w

arming or coo

ling. This e

served

in urban

ters, w

hich are often

warmer th

surrou

nding, less pop

ulated

areas. A

house gases,

ions of small partic

les, also

wn as aerosols, into th

can also lead

flection or absorption of th

e sun’s e

nergy.

Summarize

r partner

Summarize

r partner

End of paragraph

mmarize

r partner

End of paragraph

mmarize

r partner

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The Writing Process

Writing is a recursive process, not a line

one. It nee

be taug

ht explicitly an

d system

atically in stages:

–Vocab

ulary to use (T

Tier 1

rafting

–Revising

–Editin

inal Draft/Pub

lishing

Throug

hout th

e process, stud

ents sh

have explicit mini‐lessons and

examples of

features expected for tha

position. The

y shou

ld have op

portun

ities to

ference with

d get fee

dback from

rs and

the teache

r.© 201

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Writing is the Goa

rón’sb

ooks from

Corwin Press and

Solution TreeNEW

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ELP Level 1Entering

ELP Level 3D

evelopingELP Level 5

Bridging

RECEPTIVE

Process language of Inquire by

• Responding to familiar oral prom

pts about new

discoveries

• Finding familiar objects of their interest based

on peer prompts and yes/no questions

• Choosing fam

iliar activities from adult

prompts

• Following inquiry prom

pts to make

observations of the world around them

• Identifying new discoveries based on inquiry

prompts

• Responding to questions about new events

• Identifying characteristics of objects to engage in problem

solving based on adult prompts

• Indicating curiosity based on teacher descriptions

• Acting out what they know

about the world

based on adult prompts

EXPRESSIVE

Express Inquire by

• Expressing curiosity about a new object using

sounds, nonverbal comm

unication, and gestures

• Inviting others to participate in imaginative

play using a combination of hom

e language, gestures, and/or single English w

• Nam

ing familiar objects in the environm

ent using single w

Express Inquire by

• Sharing observations during experiments

based on adult modeling

• Repeating names and properties of things

children are curious about

• Asking simple questions to engage in problem

solving based on adult m

odeling

Express Inquire by

• Asking questions in different situations based on adult m

odeling

• Predicting consequences or actions during social interactions based on adult m

odeling

• Explaining observations during play using fam

iliar language

KEY USE OF INQUIRE A

ge: 2.5-3.5 Tow

ards the end of the given level, dual language learners can:

ELP Level 1Entering

ELP Level 3D

evelopingELP Level 5

Bridging

RECEPTIVE

Process language of Self-Expression by

• Pointing to objects and people based on adult m

odeling

• Acting out basic emotions from

short statem

• Indicating preferences in response to adult’s yes/no questions

• Responding to short prompts to help others

• Following directions to express an aw

areness of rules and routines

• Responding to peers or adult directions to resolve a conflict

• Participating in creative activities or m

ovement based on tw

o- step directions.

• Arranging items in response to questions from

adults or peers

• Cooperating w

ith others based on oral requests and directions

EXPRESSIVE

Express Self by

• Responding to yes/no questions about personal preferences

• Indicating choices using non-verbal com

munication (pointing, physical

• Repeating directions during familiar routines

Express Self by

• Asking for help or offering help using a com

bination of formulaic phrases and som

phrases

• Sharing feelings, needs, and wants using short

sentences

• Asking permission to participate in an activity

using short sentences

Express Self by

• Co-creating rules and brief scenarios to play

cooperatively using original sentences

• Stating likes or dislikes and giving reasons based on adult m

• Persuading other to participate in activities based on adult m

KEY USE OF EXPRESS SELFA

ge: 3.5-4.5 Tow

ards the end of the given level, dual language learners can:

ELP Level 1Entering

ELP Level 2Em

ergingELP Level 3D

evelopingELP Level 4Expanding

ELP Level 5Bridging

ELP Level 6 Reaching

READINGProcess argum

ents by• Identifying key

words and phrases

that make up a

• Identifying a claim

or opinion in m

ultimedia w

ith a partner

Process arguments by

• Identifying language indicative of points of view

rganizing evidence based on sequential language in texts

• Differentiating

between claim

s and evidence

• Identifying evidence from

multiple places

within a text

• Identifying different perspectives, stances, or points of view

• Hypothesizing or

predicting based on evidence

• Com

paring multiple

points of view on a

• Connecting

personal experience w

ith textual evidence to strengthen an interpretation of the text

• Evaluating the strength of evidence as it supports a claim

• Evaluating claims

and evidence by draw

ing multiple

print sources• D

ifferentiating the strength of different pieces of evidence as it supports a claim

WRITING

Argues by

• Selecting words and

phrases to represent points of view

using facts from

illustrated texts or posters

• Using key w

ords or phrases related to the topic

Argues by

• Stating reasons for particular points of view

• Listing pros and cons of issues

Argues by

• Connecting

reasons to opinions supported by facts and details

• Making adjustm

ents for audience and context

Argues by

• Com

paring and contrasting evidence for claim

s• Providing reasons

and evidence which

support particular points

Argues by

• Evaluating positive and negative im

plications associated w

ith various positions (e.g., historical events, scientific discoveries)

• Including evidence from

multiple

sources

Argues by

• Organizing ideas

and information

logically and coherently

• Integrating inform

ation from

multiple sources to

provide evidence for claim

KEY USE OF ARGUEBy the end of each of the given levels of English language proficiency

* English language learners can...

*Except for level 6, for which there is no ceiling.

ELP Level 1Entering

ELP Level 2Em

ergingELP Level 3D

ELP Level 5Bridging

READINGProcess explanations by• M

atching illustrated w

ords/ phrases to causal and sequential language

• Sequencing sentences strips to show

content-area processes from

illustrated texts

Process explanations by• Identifying different

types of connectors (e.g., first, next, because, so)

• Identifying key w

ords and phrases that describe the topic or phenom

Process explanations by• M

atching causes w

ith effects• Identifying w

ords or phrases to determ

ine the type of explanation (e.g., linear sequence, cycle, system

Process explanations by• Identifying the

different words or

phrases that are used to describe the sam

e topic or phenom

ena• O

rganizing inform

ation on how

or why phenom

ena occur

Process explanations by• Identifying how

the text provides clear details of the topic or phenom

ena • Identifying

components of

systems (e.g.,

ecosystems, branches

of government)

Process explanations by• Identifying how

a text presents inform

ation in a factual or neutral m

anner • Evaluating the

specific language used to enhance descriptions of a phenom

WRITING

Explain by• Producing short-

answer responses

to questions using w

ord/ phrase banks• Labeling charts

and graphs to describe phenom

ena (e.g., organism

s in ecosystem

Explain by• U

sing key terms

related to the phenom

ena • O

rdering linear and cyclical sequences of a phenom

ena (e.g., Th

e steps of how a

volcano erupts)

Explain by• C

onnecting related ideas or concepts using linking w

ords and phrases

• Answering “how

” or “w

hy questions (e.g., “H

ow does the

water cycle w

ork?” “W

hy are there three branches of governm

ent?”)

Explain by• Presenting

information

on processes or phenom

ena from a

variety of sources• Elaborating

topics with facts,

definitions, concrete details, or quotations and exam

Explain by• D

escribing how

factors contribute to an event or an outcom

e• D

escribing how

systems relate or

interact

Explain by• Presenting

information

on processes or phenom

ena supported by facts and details in essays and reports

• Selecting the appropriate organizational structure for the process or phenom

enon being described

KEY USE OF EXPLAINBy the end of each of the given levels of English language proficiency

ELP Level 1Entering

ELP Level 2Em

ergingELP Level 3D

ELP Level 5Bridging

READINGProcess argum

ents by• M

atching media

(e.g., posters, photos, banners) w

ith point of view

words and

phrases• C

onnecting characters/historical figures w

ith positions or stance on various issues

• Making connections

between statem

ents that m

ake claims

and those providing evidence

• Distinguishing

language that identifies facts and opinions

• Identifying the purpose and the audience

• Evaluating the strength of evidence statem

• Identifying persuasive language across content areas

• Following the

progression of logical reasoning

• Recognizing m

ultiple perspectives and points of view

on any given issue

• Identifying evidence of bias and credibility of sources

• Evaluating word

choice and nuance as a tool for distinguishing facts, claim

s, reasoned judgm

ent, and opinions

• Identifying the logical connections am

ong claims,

counterclaims,

reasons, and evidence

WRITING

Argues by

• Selecting words and

phrases to represent points of view

• Listing pros and cons of an issue

Argues by

• Expressing claims

with evidence (e.g.,

“Socialism is a good

government system

because...”)

• Listing content-related ideas that represent different points of view

on an issue

Argues by

• Justifying reasons or opinions w

ith textual evidence

• Summ

arizing opposing positions and evidence

Argues by

• Evaluating and challenging evidence presented

• Creating persuasive

essays or reports m

aking adjustments

for specific audiences

Argues by

• Organizing

information to show

logical reasoning

• Integrating multiple

perspectives and evidence from

a variety of sources

Argues by

• Evaluating positive and negative im

plications associated w

ith various positions (e.g., historical events, scientific discoveries, individuals)

• Organizing

information

logically and coherently to represent contrasting view

KEY USE OF ARGUEBy the end of each of the given levels of English language proficiency

ELP Level 1Entering

ELP Level 2Em

ergingELP Level 3D

ELP Level 5Bridging

DOMAINS: ORAL LANGUAGED

iscuss by• Representing one’s

idea using various m

edia• Tracking the speaker • U

sing nonverbals to dem

onstrate engagem

ent in conversations

Discuss by

• Asking and answ

ering questions • C

unicating need for clarity of m

essages• Recognizing

intonation used to achieve various purposes of com

munication

Discuss by

• Suggesting creative w

ays to resolve com

munication

issues • C

larifying own

ideas using a variety of strategies (e.g., analogies or m

etaphors, paraphrasing)

• Asking clarifying questions in a respectful m

Discuss by

• Dem

onstrating stam

ina when

building ideas• Validating ideas of

others • Sorting through

own ideas to

determine relevant

ones • Providing

and receiving constructive feedback to others tactfully

Discuss by

• Co-creating novel

perspectives on issues

• Responding to diverse perspectives and recognizing bias in ow

n view• G

enerating new

ideas or questions to sustain conversations

Discuss by

• Identifying and reacting to subtle differences in speech and register (e.g., hyperbole, satire, com

edy)• Producing coherent

oral discourse appropriate to task, purpose, and audience

• Synthesizing and sharing inform

ation from

a variety of sources and perspectives

9-12KEY USE OF DISCUSSBy the end of each of the given levels of English language proficiency

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